The Ready to Learn parent–infant education program of the Lexington School for the Deaf in New York is a family-centered early intervention program. The staff used two new measurement instruments to scaffold their efforts to establish a collaborative relationship with parents
who represent a variety of cultures and socioeconomic levels. The results demonstrate that these instruments can effectively measure changes in parents' interactive behavior with teachers and with their children, as well as their active participation as mediators of their children's learning
opportunities over time. Specifically, the results indicate that parents contributed to setting goals for their children and the domains of the goals were consistent with the cognitive and family-centered focus of the program. Further, parents made significant gains in their ability to share
information with staff, address their children's hearing and communication needs, participate in meetings, and collaborate during assessment and team meetings over time.

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